• Journal of The Korean Association of Information Education
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• v.24 no.5
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• pp.433-441
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• 2020

The advent of the intelligent information society and artificial intelligence education for fostering future talents is attracting the attention of the education community, and the AI graduate course for teachers is also being opened and operated. The curriculum of the AI education graduate school, which was established this year, is self-contained considering the conditions of each university. Are organized. Accordingly, this study seeks to explore the direction of curriculum development so that AI curriculum that can be more effective and enhance educational value in the graduate school of education can be developed in the future. Based on the Backward design, the AI curriculum proposed in this study includes Bloom's digital taxonomy, Bruner's spiral curriculum composition principle, and three elements such as 'content domain', 'level', and 'teacher learning method'. It was intended to consist of. Based on the direction of AI curriculum development suggested in the study, we hope that the AI curriculum of domestic graduate schools of education will be more substantial, and this framework will be revised and supplemented in the future to be used in the composition of the AI curriculum in elementary and secondary schools.

• Journal of Digital Convergence
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• v.18 no.6
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• pp.9-16
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• 2020

The purpose of this study is to understand the public needs for AI education actively promoted and supported by the current government. In doing so, 11 metropolitan news articles and Twitter posts regarding AI education that have been posted from January 1, 2018 to December 31, 2019 were collected. Then, word frequency analysis using TF(Term Frequency) method and LDA(Latent Dirichlet Allocation) method of topic modeling analysis were conducted. The topics of the news articles turn out to be a macroscopic policy support such as 'training female manpower in the AI field' and 'curriculum reform of university and K-12', whereas the topics of twitter delineate more detailed social perception on future society, such as future competencies and pedagogical methods, including 'coexistence with intelligent robots', 'coding education', and 'humane education competence development'. The findings are expected to be used to suggest the implications for the composition and management of AI curriculum as well as the basic framework of human resources development in the future industry.

• Journal of Practical Engineering Education
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• v.15 no.2
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• pp.233-241
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• 2023

This study analyzes the construction status of digital employment services in Korea and presents the direction of continuous advancement and development of digital employment services based on overseas cases and the latest digital technology development trends. Find out the specific digitalization promotion strategies and current status of major countries such as Belgium, Australia, the United Kingdom, Germany, France, and the United States. In addition, in order to present a plan for the development of digital employment services in Korea, we will propose a plan to expand digital employment services to online employment centers through individual and customized employment services, data openness, and expansion of public-private collaboration through digital employment services using AI and big data.

• Journal of Korean Library and Information Science Society
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• v.53 no.1
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• pp.231-263
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• 2022

The understanding and capability to utilize artificial intelligence (AI) incorporated technology has become a required basic skillset for the people living in today's information age, and various members of the university have also increasingly become aware of the need for AI education. Amidst such shifting societal demands, both domestic and international university libraries have recognized the users' need for educational content centered on AI, but a user-centered service that aims to provide personalized recommendations of digital AI educational content is yet to become available. It is critical while the demand for AI education amongst university students is progressively growing that university libraries acquire a clear understanding of user intention towards an AI educational content recommender system and the potential factors contributing to its success. This study intended to ascertain the factors affecting acceptance of such system, using the Extended Technology Acceptance Model with added variables - innovativeness, self-efficacy, social influence, system quality and task-technology fit - in addition to perceived usefulness, perceived ease of use, and intention to use. Quantitative research was conducted via online research surveys for university students, and quantitative research was conducted through written interviews of university librarians. Results show that all groups, regardless of gender, year, or major, have the intention to use the AI-related Educational Content Recommendation System, with the task suitability factor being the most dominant variant to affect use intention. University librarians have also expressed agreement about the necessity of the recommendation system, and presented budget and content quality issues as realistic restrictions of the aforementioned system.

• Journal of The Korean Association of Information Education
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• v.25 no.5
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• pp.733-740
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• 2021

The purpose of this study is to present the direction of elementary school AI education by analyzing cases of classes related to AI education in actual school settings. For this purpose, 19 classes were collected as elementary school class cases based on AI education. According to the result of analyzing the class case, it was confirmed that the class was designed in a hybrid aspect of learning content and method using AI. As a result of analyzing the achievement standards and learning goals, action verbs related to memory, understanding, and application were found in 8 classes using AI from a tool perspective. When class was divided into introduction, development, and rearrangement stages, the AI education element appeared the most in the development stage. On the other hand, when looking at the ratio of learning content and learning method of AI education elements in the development stage, the learning time for approaching AI education as a learning method was overwhelmingly high. Based on this, the following implications were derived. First, when designing the curriculum for schools and grades, it should be designed to comprehensively deal with AI as a learning content and method. Second, to supplement the understanding of AI, in the short term, it is necessary to secure the number of hours in practical subjects or creative experience activities, and in the long term, it is necessary to secure information subjects.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.377-383
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• 2021

The purpose of this study is to present the direction of elementary school AI education by analyzing cases of classes related to AI education in actual school settings. For this purpose, 19 classes were collected as elementary school class cases based on AI education. According to the result of analyzing the class case, it was confirmed that the class was designed in a hybrid aspect of learning content and method using AI. As a result of analyzing the achievement standards and learning goals, action verbs related to memory, understanding, and application were found in 8 classes using AI from a tool perspective. When class was divided into introduction, development, and rearrangement stages, the AI education element appeared the most in the development stage. On the other hand, when looking at the ratio of learning content and learning method of AI education elements in the development stage, the learning time for approaching AI education as a learning method was overwhelmingly high. Based on this, the following implications were derived. First, when designing the curriculum for schools and grades, it should be designed to comprehensively deal with AI as a learning content and method. Second, to supplement the understanding of AI, in the short term, it is necessary to secure the number of hours in practical subjects or creative experience activities, and in the long term, it is necessary to secure information subjects.

• The Journal of the Convergence on Culture Technology
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• v.10 no.6
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• pp.263-269
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• 2024

Amidst the global challenges of climate crisis, warfare, and escalating inequality, the pursuit of achieving the United Nations Sustainable Development Goals (SDGs) has become increasingly imperative. Consequently, research into effective pedagogical methodologies from the student perspective continues to gain momentum. Particularly, with the advancement of generative AI technologies, the potential for leveraging such tools in providing global citizenship education to the youth is garnering attention. This study implemented and emphatically analyzed an artificial intelligence educational program focused on the creation of sustainable urban spaces under the UN Academic Impact(UNAI). The findings indicated a high level of literacy pertaining to global citizen AI education, evidenced by increased interest, satisfaction, and recommendation intention. Furthermore, the study observed an enhancement in digital interactions through the processes of posting, viewing, and real-time discussions of the created works with Generative AI such as the ChatGPT, Midjourney, and Stable Diffusion. Through these instances, the study proposes the development of HTHT curricula that enhance creative thinking, collaborative growth, and analytical capabilities.

• Journal of the Korea Society of Computer and Information
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• v.29 no.3
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• pp.217-225
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• 2024

To foster the core talents of the future, the development of diverse and substantial SW·AI education programs is required, and a systematic system that can assist public education in SW and AI must be established. In this study, we develop and combine SW·AI education modules to construct a SW and AI education program applicable to public education. We also establish a systematic education system and provide sustainable SW·AI education to elementary, middle, and high school students through 'Job's Garage Camp' based on various sharing platforms. By creating a sustainable follow-up educational environment, students are encouraged to continue their self-directed learning of SW and AI. As a result of conducting a pre-post survey of students participating in the 'Job's Garage Camp', the post-survey values improved compared to the pre-survey values in all areas of 'interest', 'understanding and confidence', and 'career aspirations'. Based on these results, it can be confirmed that students had a universal positive perception and influence on SW and AI. Therefore, if the operation case of 'Job's Garage Camp' is improved and expanded, it can be presented as a standard model applicable to other SW and AI education programs in the future.

• Journal of Information Technology Services
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• v.23 no.5
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• pp.87-105
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• 2024

This study aims to explore the potential issues and challenges associated with the development, introduction, utilization, and stabilization of AI digital textbook, as well as to identify tasks necessary to address these challenges. We collected and analyzed data from domestic news articles and previous research literature related to "AI digital textbook" to derive key keywords using a comprehensive text analysis approach with Bigkinds and Textom. Through Bigkinds, we conducted keyword trend analysis, associated word analysis, and relationship analysis. Using Textom, we performed keyword frequency analysis, N-gram analysis, TF-IDF(Term Frequency-Inverse Document Frequency) analysis, and network analysis. This approach allowed us to identify the main issues related to the development, implementation, utilization of AI digital textbook and explore the necessary tasks to address these challenges.

• The Journal of the Convergence on Culture Technology
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• v.10 no.1
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• pp.517-524
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• 2024

Generative AI, exemplified by models like ChatGPT, has revolutionized human-machine interactions in the 21st century. As these advancements permeate various sectors, their intersection with the arts is both promising and challenging. Despite the arts' historical resistance to AI replacement, recent developments have sparked active research in AI's role in artistry. This study delves into the potential of AI in visual arts education, highlighting the necessity of swift adaptation amidst the Fourth Industrial Revolution. This research, conducted at a 4-year global higher education institution located in Gyeongbuk, involved 70 participants who took part in a creative convergence module course project. The study aimed to examine the influence of AI collaboration in visual arts, analyzing distinctions across majors, grades, and genders. The results indicate that creative activities with AI positively influence students' creativity and digital media literacy. Based on these findings, there is a need to further develop effective educational strategies and directions that incorporate AI.